TAM and TAM derived theories have been very popular for investigating users’ e-learning adoption/post-adoption behavior. However, several philosophical holes as well as a number of limitations of TAM research have been pointed by several leading researchers in the recent years. In this paper, we discuss the philosophical holes and present our reflections and possible prescriptions about these holes while conducting research on e-learning adoption/post-adoption. We also discuss the limitations of TAM research and present prescriptions about how e-learning adoption research can be conducted by addressing these limitations.